Method, system, and computer-readable recording medium for providing education service based on knowledge units

ABSTRACT

According to one aspect of the present invention, a method for providing education service based on knowledge units is provided, comprising the steps of: (a) generating a curriculum based on a user&#39;s achievement for at least one knowledge unit, said curriculum including at least one problem composed based on said at least one knowledge unit; and (b) providing said at least one problem to said user.

FIELD OF THE INVENTION

The present invention relates to a method, a system, and acomputer-readable recording medium for providing education service basedon knowledge units.

BACKGROUND

Conventionally, various kinds of education services have been providedonline or offline. In many cases, such education services wereassociated with the techniques for electronically providing educationcontents to digital device users. However, these conventional educationservices have merely focused on providing standardized customaryeducation contents such as problems, correct answers, generalexplanations on solutions, and so on, while electronic techniques orideas remained no more than subsidiary means.

The present inventor(s) have developed techniques for improving suchissues in prior art for years, and have disclosed the structural andeffectual characteristics thereof in Korean Patent Application No.2009-36153 (the specification of the aforementioned application isincorporated herein by reference in its entirety.)

The present inventor(s) now suggest techniques for providing educationservice based on knowledge units through the specification of thepresent application, which significantly improve the above-identifiedissues in prior art.

SUMMARY OF THE INVENTION

The present invention is to resolve the above prior art issues.

It is an objective of the present invention to provide a new form ofeducation service based on knowledge units.

It is another objective of the present invention to identify knowledgeunits for which a user has shown insufficient achievement to enable theuser's learning about the knowledge units.

It is yet another objective of the present invention to organize aplurality of knowledge units into a form of knowledge chain or matrix toadvantageously make use of the knowledge units.

The representative aspects of the present invention to achieve the aboveobjectives are described below.

According to one aspect of the present invention, a method for providingeducation service based on knowledge units is provided, comprising thesteps of: (a) generating a curriculum based on a user's achievement forat least one knowledge unit, said curriculum including at least oneproblem composed based on said at least one knowledge unit; and (b)providing said at least one problem to said user.

In addition, another method or a system to implement the presentinvention, as well as a computer-readable recording medium having storedthereon a computer program to perform the aforementioned method isfurther provided.

According to the present invention, a new form of education service canbe provided based on knowledge units.

According to the present invention, the knowledge units for which a userhas shown insufficient achievement can be identified to enable theuser's learning about the knowledge units.

According to the present invention, a plurality of knowledge units canbe organized into a form of knowledge chain or matrix to advantageouslymake use of the knowledge units.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a schematic diagram of the structure of an entire system forproviding education service according to one embodiment of the presentinvention.

FIGS. 2 a to 2 c are diagrams to facilitate understanding of theknowledge units and knowledge chains of the present invention.

FIG. 3 is a detailed diagram of the internal structure of an educationservice providing system 200 according to one embodiment of the presentinvention.

FIG. 4 illustrates a graphic user interface according to one embodimentof the present invention.

FIGS. 5 a and 5 b illustrate the procedures to optimize (generate) acurriculum for a specific user according to one embodiment of thepresent invention. FIG. 5 c illustrates an exemplary achievement matrixof the specific user for individual knowledge units, which is identifiedfor the curriculum optimization.

FIGS. 6 a to 6 l are textual representations illustrating exemplaryknowledge chains of mathematics or science courses and theircorresponding knowledge units, problems, explanations on individualsolution steps, or the like.

FIG. 7 shows another example of the user achievement matrix according tothe present invention.

DETAILED DESCRIPTION OF THE INVENTION

In the following detailed description of the present invention,reference is made to the accompanying drawings that show, by way ofillustration, specific embodiments in which the present invention may bepracticed. These embodiments are described in sufficient detail toenable those skilled in the art to practice the present invention. It isto be understood that the various embodiments of the invention, althoughdifferent, are not necessarily mutually exclusive. For example, aparticular feature, structure, or characteristic described herein, inconnection with one embodiment, may be implemented within otherembodiments without departing from the spirit and scope of the presentinvention. In addition, it is to be understood that the location orarrangement of individual elements within each disclosed embodiment maybe modified without departing from the spirit and scope of the presentinvention. The following detailed description is, therefore, not to betaken in a limiting sense, and the scope of the present inventionencompasses the entire subject matter covered by the appended claims andthe full range of equivalents to which the claims are entitled. In thedrawings, like reference numerals refer to the same or similar elementsthroughout the several views.

Hereinafter, various preferred embodiments of the present invention willbe described below in detail with reference to the accompanying drawingssuch that those skilled in the art to which the present inventionpertains can easily practice the present invention.

Preferred Embodiments of the Invention

In the following description, the term “content” or “contents” denotesdigital information or individual information elements comprised oftext, symbol, voice, sound, image, video, or the like, which areaccessible via communication networks. For example, such content maycomprise data such as text, image, video, audio, and links (e.g., weblinks) or a combination of at least two types of such data.

Structure of Entire System

FIG. 1 is a schematic diagram of the structure of an entire system forproviding education service according to one embodiment of the presentinvention.

As shown in FIG. 1, the entire system according to one embodiment of thepresent invention comprises a communication network 100, an educationservice providing system 200, and a user terminal device 300.

First, the communication network 100 according to one embodiment of thepresent invention may be implemented regardless of communicationmodality such as wired or wireless communication, and may be constructedfrom a variety of communication networks such as local area networks(LANs), metropolitan area networks (MANs), and wide area networks(WANs). Preferably, the communication network 100 described herein maybe the Internet or the World Wide Web (WWW). However, the communication100 is not necessarily limited thereto, and may at least partiallyinclude known wired or wireless data communication networks, knowntelephone networks, or known wired or wireless television networks.

Next, the education service providing system 200 according to oneembodiment of the present invention may provide education contents tothe user terminal device 300 via the communication network 100, thecontents including problems, correct answers, problem items ofindividual solution steps (i.e., sub-problems), correct answers toindividual solution steps (i.e., correct answers to sub-problems),explanations on individual solution steps, hints on individual solutionsteps, knowledge units available for solutions (to be described below),and so on. In response, the education service providing system 200 mayreceive feedback (e.g., the user's answers to the problems or answers tothe individual solution steps) on the user terminal device 300, ifnecessary. The education service providing system 200 may be a websiteserver operating to provide education service on the web. In addition,user applications may be downloaded from the education service providingsystem 200 to the user terminal device 300.

The structure and function of the education service providing system 200according to the present invention will be discussed in detail in thefollowing description.

Next, the user terminal device 300 according to one embodiment of thepresent invention is a digital equipment capable of connecting to andcommunicating with the education service providing system 200, and maybe any type of digital equipment having a microprocessor and memorymeans for computing capabilities, such as desktop computers, notebookcomputers, workstations, personal digital assistants (PDAs), web pads,and mobile phones.

The user terminal device 300 may include a web browser (not shown) toallow the user to receive contents from the education service providingsystem 200 and send feedback thereon to the education service providingsystem 200. The user terminal device 300 may further include theaforementioned user applications. In any case, a graphic user interfacemay be provided to the user.

Knowledge Units and Knowledge Chains

Prior to discussing the specific structure of the education serviceproviding system 200 according to the present invention, the knowledgeunits and knowledge chains, which are the unique concepts of the presentinvention, will be described with reference to FIGS. 2 a to 2 c. FIGS. 2a to 2 c are diagrams to facilitate understanding of the knowledge unitsand knowledge chains of the present invention.

According to the present invention, individual problems are composed onthe basis of knowledge units, which are knowledge modules required tosolve the problems. For example, in case of the problem, “Find theradius of a pizza with an area of 1,250 cm² and a circumference of 125cm.,” the knowledge unit may be an interpretative knowledge unit (e.g.,“The pizza is circular.”), a formulaic knowledge unit (e.g., “The areaof a circle=1/2×radius×circumference.”), or a computational knowledgeunit (e.g., “If there is a denominator on either side of an equation,then multiply both sides of the equation by a number equal to thedenominator.” or “If an equation has an unknown multiplied by aconstant, then divide both sides of the equation by the constant.”), asillustrated in the first view of FIG. 2 a.

As shown in the second view of FIG. 2 a, at least one of such knowledgeunits may constitute a knowledge chain, which may be of a similarproblem type. The knowledge chain may be a chunk of information thatsequentially includes the identification information of the knowledgeunits constituting the knowledge chain.

Further, as shown in the third view of FIG. 2 a, one knowledge unit maybe solely used in one knowledge chain, while it may be usually used in avariety of knowledge chains. Therefore, the knowledge units that mayconstitute a knowledge chain together may be associated with each otherand organized into the form of a matrix (three-dimensional in certaincases).

Further examples of the aforementioned knowledge units are given below.In case of the problem that is formulated as shown in FIG. 2 b, thecorresponding knowledge units may be “Subtract the same number from bothsides of the equation.” (1→2), “Factorize a quadratic trinomial with oneunknown.” (2→3), “If a multiplication results in zero, then at least oneof the factors of the multiplication is zero.” (3→4), or the like.

In addition, in order to further facilitate understanding of theknowledge units, an example of the actual program code for implementinga knowledge unit regarding factorization of a quadratic equation isillustrated in FIG. 2 c.

Structure of Education Service Providing System

Hereinafter, the internal structure of the education service providingsystem 200 according to the present invention and the functions of itsindividual components will be described.

FIG. 3 is a detailed diagram of the internal structure of the educationservice providing system 200 according to one embodiment of the presentinvention.

As shown in FIG. 3, the education service providing system 200 accordingto one embodiment of the present invention may comprise a curriculumgeneration unit 210, a knowledge providing unit 220, a user knowledgeanalysis unit 230, a database 240, a communication unit 250, and acontrol unit 260. According to one embodiment of the invention, at leastsome of the curriculum generation unit 210, the knowledge providing unit220, the user knowledge analysis unit 230, the database 240, thecommunication unit 250 and the control unit 260 may be program modulesthat communicate with the user terminal device 300. Such program modulesmay be included in the education service providing system 200 in theform of operating systems, application modules, or other programmodules, and may be physically stored in a variety of known storagedevices. Further, such program modules may be stored in a remote storagedevice capable of communicating with the education service providingsystem 200. The program modules include, but are not limited to,routines, subroutines, programs, objects, components, data structures,and so on, to perform specific tasks or implement specific abstract datatypes according to the present invention, which are to be describedbelow.

First, the curriculum generation unit 210 according to the presentinvention may receive information on the user's basic profile (e.g.,information on the user's grade, learning courses, learning units, orthe like) and collect information on the user's achievements forindividual knowledge units, which may be identified by the knowledgeanalysis as will be described below.

Further, the curriculum generation unit 210 may generate a curriculumfor the user. The curriculum may be a collection of problems thatrequire understanding of at least one knowledge unit (these problems maybe assigned the identification information of the correspondingknowledge units in the form of metadata.), or a collection of problemsthat require understanding of a particular knowledge chain (theseproblems, which may be of a specific type, may be assigned theidentification information of the corresponding knowledge chain in theform of metadata). Preferably, the curriculum generation unit 210 maygenerate a curriculum by selecting the problems composed based on theknowledge units for which the user has shown low achievement, asnecessary, in consideration of the following: the information on theuser's grade, learning courses, or learning units, together with thegrade information, learning course information, or learning unitinformation of the knowledge units (to this end, the knowledge units mayhave been previously associated with the grade information, learningcourse information, or learning unit information by way of tagging orthe like.); the difficulty levels of the problems (in this case, thedifficulty level may have been previously determined based on, forexample, the average of the scores that other users have made on thecorresponding problem, as in prior art.); or the number of the knowledgeunits constituting the problem.

In addition, the curriculum generation unit 210 may manage the historyof the curriculums that have been generated for the user.

Next, the knowledge providing unit 220 according to one embodiment ofthe present invention may provide a user with the problems according toa specific curriculum, and as necessary, provide the user with theproblem items, correct answers, explanations, hints, or the like ofindividual solution steps, or the correct answers to the problemsthemselves. In particular, the knowledge providing unit 220 may providecontents on the knowledge units associated with the answers of theindividual solution steps that the user provides as feedback in responseto the problems. This will be further described below with reference toFIG. 4. FIG. 4 illustrates a graphic user interface according to oneembodiment of the present invention.

As illustrated in FIG. 4, the knowledge providing unit 220 may providethe user with Problem A and allow the user to solve the problem item(i.e., sub-problem) provided in each of the solution steps of Problem A.

First, the knowledge providing unit 220 may provide the user with afirst sub-problem that asks the user to find the least common multipleof 2 and 3. When the user solves the first sub-problem and enters ‘6’ asthe answer, the knowledge providing unit 220 confirms that it is thecorrect answer to the first sub-problem. In this case, the knowledgeproviding unit 220 may provide an indication that the user did not makean error in connection with the knowledge unit on “finding a leastcommon multiple” through the knowledge unit display interface B on theleft hand side.

Then, the knowledge providing unit 220 may provide a second sub-problemthat asks the user to turn the equation of Problem A into a form thatcan be solved more easily. When the user solves the second sub-problemand enters “3x+4=2” as the answer, the knowledge providing unit 220confirms that it is not the correct answer to the second sub-problem. Inthis case, the knowledge providing unit 220 may provide an indicationthat the user made an error in connection with the knowledge unit on“multiplying both sides of the equation by the same number” through theknowledge unit display interface B.

Next, the knowledge providing unit 220 may provide the user with a thirdsub-problem that asks the user to leave only the term containing theunknown on the left hand side of the equation which would have been thecorrect answer to the second sub-problem. When the user solves the thirdsub-problem and enters “3x=8” as the answer, the knowledge providingunit 220 may confirm that it is the correct answer to the thirdsub-problem. In this case, the knowledge providing unit 220 may providean indication that the user did not make an error in connection with theknowledge unit on “subtracting the same number from both sides of theequation” through the knowledge unit display interface B.

Lastly, the knowledge providing unit 220 may provide the user with afourth sub-problem (not shown) that asks the user to finally solve theequation which was the correct answer to the third sub-problem. When theuser solves the fourth sub-problem and enters ‘8/3’ as the answer, theknowledge providing unit 220 confirms that it is the correct answer tothe fourth sub-problem and Problem A. In this case, the knowledgeproviding unit 220 may provide an indication that the user did not makean error at this time in connection with the knowledge unit on“multiplying both sides of the equation by the same number” (not shown)through the knowledge unit display interface B.

Meanwhile, if the user terminal device 300 is a smartphone or the like,the user may use a mobile key interface C as shown in the drawing insuch cases as the user needs to enter his or her answers (of course, themobile key interface C may be replaced by any known mathematical formularecognition (input) interface).

Next, the user knowledge analysis unit 230 may analyze the correctnessof the user's answers each time the user enters the answers to theproblems or sub-problems, and determine the user's achievements for theindividual knowledge units of the corresponding problems orsub-problems.

Consider the case where the user enters answers only to problems. If theuser enters a correct answer to a first problem, the user knowledgeanalysis unit 230 may assign a score indicating one success in oneattempt (e.g. 1/1) to the user and each of the knowledge units K1, K2and K4 constituting the first problem. Next, if the same user enters awrong answer to a second problem sequentially constituted by K1, K2, K3,K4 and K5, and the wrong answer is determined to result from the user'sinsufficient understanding of the knowledge unit K4, then the userknowledge analysis unit 230 may assign a score indicating two successesin two attempts (e.g. 2/2) to the user and each of the knowledge unitsK1 and K2, a score indicating one success in one attempt (e.g. 1/1) tothe user and the knowledge unit K3, and a score indicating one successin two attempts (e.g. 1/2) to the user and the knowledge unit K4. Inthis case, a score may or may not be assigned to the knowledge unit K5.

Meanwhile, it is apparent and needs no further illustration that if theuser enters answers to sub-problems, some scores may be assigned to theuser and the knowledge units corresponding to the sub-problems.

The user knowledge analysis unit 230 may analyze the user's achievementsfor the corresponding knowledge units more accurately as the user solvesmore problems of the same or similar types. Accordingly, the curriculumgeneration unit 210 may generate effective curriculums as describedabove.

Meanwhile, not only based on the correctness of the user's answers tothe problems or sub-problems, but the user knowledge analysis unit 230may also determine the user's achievements for the correspondingknowledge units differently, based on the amount of time that the userspent in solving the problems or sub-problems (e.g., the amount of timebetween when a problem is first displayed to the user and when the userenters the answer to the problem) and/or the number of hints that theuser used to solve the problems or sub-problems. For example, the largerthe amount of time that the user spent in solving a problem orsub-problem, or the more the hints that the user used to solve theproblem or sub-problem, the lower the user's achievements for thecorresponding knowledge units may be determined relatively.

Further, supposing that a user's achievement for a specific knowledgeunit is reduced over time, the user knowledge analysis unit 230 mayupdate the user's achievement accordingly. For example, if a user solvesfive problems associated with a certain knowledge unit and gets all theanswers right, the user's achievement for that knowledge unit may be 5/5for the moment. However, the user knowledge analysis unit 230 may adjustthe value of the user's achievement to 5/5×(1−0.1×1) after one year. Theformula used by the user knowledge analysis 230 may be generalized, forexample, to “achievement×(1−reduction coefficient×time period (in years)elapsed from determination of achievement).” Meanwhile, the reductioncoefficient used in the above formula may be determined according to aknown memory loss curve.

Next, the database 240 according to one embodiment of the presentinvention may store the following: a large number of knowledge units(preferably a large number of organized knowledge units); a large numberof problems from which a curriculum may be generated; sub-problems forsuch problems; correct answers to respective problems or sub-problems;explanations and hints on individual solution steps; information on eachuser's achievements for individual knowledge units; and so on.

Although FIG. 3 shows that the database 240 is configured to belong tothe education service providing system 200, the database 240 may beconfigured separately from the education service providing system 200,as needed by those skilled in the art to implement the presentinvention. Meanwhile, the database 240 according to present inventionencompasses a computer-readable recording medium, and may refer not onlyto a database in a narrow sense but also to a database in a broad senseincluding data records based on a file system or the like. The database240 according to the present invention may be even a collection ofsimple logs if one can search and retrieve data from the collection.

Next, the communication unit 250 according to one embodiment of thepresent invention may operate to enable data reception and transmissionfrom/to the curriculum generation unit 210, the knowledge providing unit220, the user knowledge analysis unit 230, and the database 240.

Lastly, the control unit 260 according to one embodiment of the presentinvention may operate to control data flow among the curriculumgeneration unit 210, the knowledge providing unit 220, the userknowledge analysis unit 230, the database 240, and the communicationunit 250. That is, the control unit 260 according to the presentinvention may control data flow into/out of the education serviceproviding system 200 or data flow among the components of the educationservice providing system 200, such that the curriculum generation unit210, the knowledge providing unit 220, the user knowledge analysis unit230, the database 240, and the communication unit 250 may carry outtheir particular functions, respectively.

Curriculum Optimization

FIGS. 5 a and 5 b illustrate the procedures to optimize (generate) acurriculum for a specific user according to one embodiment of thepresent invention. FIG. 5 c illustrates an exemplary achievement matrixof the specific user for individual knowledge units, which is identifiedfor the curriculum optimization. Referring to FIGS. 5 a to 5 c, thecurriculum optimization according to one embodiment of the presentinvention will be discussed below. Meanwhile, in FIGS. 5 a to 5 c, thesymbols in blue represent the knowledge units for which the user showshigh achievement, the symbols in yellow represent the knowledge unitsfor which the user shows medium achievement, and the symbols in redrepresent the knowledge units for which the user shows low achievement.

In the following description, we assume that the learning course forwhich the curriculum optimization is carried out is mathematics.

The curriculum optimization results in generating a collection ofproblems suitable for learning, preferably with reference to informationon the user's grade or the learning unit, so as to enable the user'sintensive and phased learning about the knowledge units for which theuser has shown low or medium achievement.

Referring to FIG. 5 a, the user may solve a first problem composed basedon Units (i.e., Knowledge Units) A1 to E1, which belong to one of thefour solution steps including problem interpretation, formulation,computation, and answer confirmation (for details on the above solutionsteps, see the present inventor's Korean Patent Application No.2009-36153.) If the user fails to get the correct answer to the firstproblem due to the lack of understanding of Unit D1, the user knowledgeanalysis unit 230 may reflect the information on the achievements forthe individual knowledge units to the database 240 in real time, whichindicates that the user has a good understanding of Units A1 to C1 butlacks understanding of Unit D1. The user may then solve a second problemcomposed based on the units except Unit D1 (i.e., Units A1 to C1 andE1). If the user gets the correct answer to the second problem, theinformation on the achievements for the individual knowledge units,which indicates that the user has a good understanding of Units A1 to C1and E1, may be reflected to the database. Meanwhile, after getting thecorrect answer to the first problem, the user may solve a third problemcomposed based on more number of knowledge units. In accordance with theresult, the information indicating that, for example, the user has shownmedium achievement for Unit D1 and low achievement for Unit B2 may bereflected. After going through the above procedures several times, thecurriculum generation unit 210 may generate an optimized curriculum asshown in FIG. 5 b and provide it to the user.

Meanwhile, for example, in order to evaluate a user's achievements forindividual knowledge units, the user being currently an eight-yearstudent and planning to learn ninth year courses preliminarily, anachievement matrix for the individual knowledge units may be generatedas shown in FIG. 5 c by asking the user to solve various types ofproblems. As it may be seen from the achievement matrix for theindividual knowledge units, the user needs to overcome the lowachievement for the knowledge units such as K7 and K8 as well as themedium achievement for the knowledge units such as K7 in order to learnthe ninth year courses preliminarily because the above-mentionedknowledge units are considered to be fundamental to (i.e., associatedwith the knowledge units for) the preliminary learning.

As such, the achievement matrix for the individual knowledge units issignificantly useful for the curriculum generation unit 210 to identify,with respect to a specific user, the case where the achievements forvarious knowledge units which are closely associated with each other aregenerally low or medium, or the case where the knowledge units of thelearning units (or grade courses) for which the user has finishedlearning and shown low or medium achievement are associated with thoserequired for preliminary learning. Therefore, the curriculum generationunit 210 may generate an optimized curriculum with reference to theaforementioned achievement matrix for individual knowledge units.

FIG. 7 shows another example of the user achievement matrix according tothe present invention. As shown in FIG. 7, the user's achievements forindividual knowledge units may be represented by a three-dimensionalachievement matrix. In this achievement matrix, the larger circles inblue indicate the knowledge units for which the user has shown highachievement and the smaller circles in other colors indicate theknowledge units for which the user has not shown high achievement.Further, the associative relationship between the individual knowledgeunits may be determined, for example, based on the number of knowledgechains to which the knowledge units belong together, and may berepresented by the connection of lines.

Examples of Knowledge Chains

According to one embodiment of the present invention, the database 240may store a significantly large number of knowledge chains (which may bereferred to as problem templates.) The knowledge chains may be stored inassociation with one or more knowledge units, problems (practiceproblems), explanations on individual solution steps, or the like asdescribed above. FIGS. 6 a to 6 l are textual representationsillustrating exemplary knowledge chains of mathematics or sciencecourses and their corresponding knowledge units, problems, explanationson individual solution steps, or the like. It is apparent that thedatabase 240 may store numerous knowledge chains and correspondingknowledge units other than illustrated in FIGS. 6 a to 6 l, as desiredby those skilled in the art who implement the database 240.

The embodiments according to the present invention as described abovemay be implemented in the form of program instructions that can beexecuted by various computer components, and may be stored on acomputer-readable recording medium. The computer-readable recordingmedium may include program instructions, data files, data structures,and the like separately or in combination. The program instructionsstored on the computer-readable recording medium may be speciallydesigned and configured for the present invention, or may also be knownand available to those skilled in the computer software field. Examplesof the computer-readable recording medium include the following:magnetic media such as hard disks, floppy disks, and magnetic tapes;optical media such as compact disk-read only memory (CD-ROM) and digitalversatile disks (DVDs); magneto-optical media such as floptical disks;and hardware devices such as read-only memory (ROM), random accessmemory (RAM), and flash memory, which are specially configured to storeand execute program instructions. Examples of the program instructionsinclude not only machine language codes created by a compiler or thelike, but also high-level language codes that can be executed by acomputer using an interpreter or the like. The above hardware devicesmay be changed to one or more software modules to perform the operationsof the present invention, and vice versa.

Although the present invention has been described above in connectionwith specific limitations such as detailed components as well as limitedembodiments and drawings, these are merely provided to aid generalunderstanding of the invention. The present invention is not limited tothe above embodiments, and those skilled in the art will appreciate thatvarious changes and modifications are possible from the abovedescription.

Therefore, the spirit and scope of the present invention is not to belimited by the above-described embodiments, but rather is to be definedby the accompanying claims and equivalents thereof.

1. A method for providing education service based on knowledge units,comprising the steps of: (a) generating a curriculum based on a user'sachievement for at least one knowledge unit, said curriculum includingat least one problem composed based on said at least one knowledge unit;and (b) providing said at least one problem to said user.
 2. The methodof claim 1, wherein said at least one problem is composed by a knowledgechain comprised of knowledge units different from said at least oneknowledge unit.
 3. The method of claim 1, wherein said at least oneknowledge unit is organized together with other knowledge units to forma matrix representing associations between the knowledge units.
 4. Themethod of claim 3, wherein said associations are identified when theknowledge units constitute a knowledge chain together.
 5. The method ofclaim 1, wherein said user's achievement for said at least one knowledgeunit is determined based on feedback that said user provided previouslyin response to another problem composed based on said at least oneknowledge unit.
 6. The method of claim 5, wherein said feedback is theanswer to said another problem.
 7. The method of claim 5, wherein saidfeedback is one of the answers to the individual solution steps for saidanother problem.
 8. The method of claim 5, wherein said user'sachievement for said at least one knowledge unit is further determinedbased on the amount of time that said user spent or the number of hintsthat said user used before said user provided said feedback.
 9. Themethod of claim 5, wherein said user's achievement for said at least oneknowledge unit may be reduced over time.
 10. The method of claim 1,wherein said curriculum includes a plurality of problems, and each ofsaid plurality of problems is composed based on said at least oneknowledge unit.
 11. The method of claim 1, wherein said generating acurriculum is further based on grade information, learning courseinformation, or learning unit information of said at least one knowledgeunit.
 12. The method of claim 1, wherein said generating a curriculum isfurther based on the difficulty level of said problem.
 13. The method ofclaim 1, wherein said generating a curriculum is further based on thenumber of knowledge units constituting said problem.
 14. The method ofclaim 1, further comprising the step of providing contents representingsaid at least one knowledge unit to said user.
 15. A system forproviding education service based on knowledge units, comprising: (a) acurriculum generation unit to generate a curriculum based on a user'sachievement for at least one knowledge unit, said curriculum includingat least one problem composed based on said at least one knowledge unit;and (b) a knowledge providing unit to provide said at least one problemto said user.
 16. A computer-readable recording medium having storedthereon a computer program to execute the method of claim 1.